Bullying Implications for the Classroom
Buku diterbitkan tahun 2004 oleh Elsevier Academic Press, San Diego, California adalah buku Edisi Pertama.
Judul: Bullying Implications for the Classroom
Pengarang: Cheryl E. Sanders, et al (Editor)
Penerbit: Elsevier Academic Press, San Diego, California
Tahun: 2004
Jumlah Halaman: 281 hal.
Editor:
Dr Cheryl Sanders saat ini asisten profesor di Departemen Psikologi di Metropolitan State College of Denver. Dia meraih gelar master dalam pendidikan tinggi dan gelar doktor di psikologi di Iowa State University.
Dr Gary D. Phye adalah editor Psikologi Pendidikan Seri Academic Press. Gary menerima pelatihan akademis dalam psikologi pendidikan di Universitas dari Missouri di bawah asuhan Allan J. Edwards. Dia saat ini menjadi anggota dari College of fakultas Pendidikan di Iowa State University dan merupakan profesor di Departemen Psikologi dan di Departemen Kurikulum dan Instruksi. Gary menunjukkan bahwa ini telah menjadi penulis. Untuk bekerja dengan Ia telah mendapatkan manfaat intelektual dari ide-ide baru yang dihasilkan dalam diskusi yang sangat penting ini.
Lingkup Pembahasan:
Pembahasan buku ini meliputi 1. Apakah Bullying?, 2. Siapakah korban Bullying?, 3. Pembahasan teori bullying: Bisakah bullying itu dihilangkan?, 4. Seperti melihat dalam kaca: Model Pengaruh Timbal Balik mengelusidasi sifat kompleks bullying, Faktor Psychologis, dan Peran tengah dari konsep diri. 5. Bullying di tengah keluarga: Pengaruh Keluarga pada Bullying, 6. Pengaruh Peer , 7. Sekolah dan Bullying: Faktor Sekolah Berhubungan dengan bullying dan Landasar Dasar Sekolah untuk intervensi terhadap Bullying, 8. Bullying selama di sekolah Menengah, 9. Mengevaluasi Kurikulum Berbasis Program Intervensi: Preschool, Primary, dan Intervensi Program Sekolah, 10. Intervensi Penelitian Berbasis Bullying.
Daftar Isi:
Contributors xiii
About the Authors xv
Preface xxi
Acknowledgments xxiii
1. WHAT IS BULLYING?
Cheryl E. Sanders
I. Research Attention: National and International 2
II. Definition of Bullying 3
III. Types of Aggression Involved in Bullying 5
IV. Classification of Bullying Roles: A Dyadic Approach 6
V. Classification of Bullying Roles: A Group Approach 7
VI. Theoretical Perspectives of Bullying 9
A. Social Information Processing Theory 9
B. Theory of the Mind Framework 10
C. Moral Development Theory 11
VII. Conclusions 12
References 13
Appendix A 17
Appendix B 18
2. WHO ARE THE VICTIMS?
Xin Ma
I. Classifications of Victims 20
II. Individual Characteristics of Victims 21
A. Academic Characteristics 21
B. Social Characteristics 21
C. Mental Characteristics 21
D. Physical Characteristics 22
E. Interpersonal Characteristics 22
F. Update in Research 23
III. School-Level Characteristics of Victims 24
IV. Reactions of Victims 25
V. Duration of Victimization 26
VI. The Blurred Boundary Between Victims and Bullies 27
VII. Theoretical Explanation of the Victim-Bully Cycle 29
VIII.Overcoming Victimization 30
References 31
3. THEORETICAL REVIEW OF BULLYING: CAN IT BE ELIMINATED?
Adrienne Nishina
I. What is Bullying? 36
II. ‘‘Kids Will Be Kids’’: How Common is Peer Harassment? 37
A. Forms of Bullying 38
B. Bullying in School: What is the Potential Cost? 39
III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment 40
A. Previously Proposed Theories 40
IV. Social Dominance Theory Applied to Bullying Behaviors 43
A. Bullying as Socialization Process Within Groups 46
B. Establishing the In-Group by Defining the Out-Group 46
C. Belongingness as Motivation 47
D. ‘‘Birds of a Feather’’: Similarities Among In-Group Members 48
V. Now Where to We Go: Challenges for Prevention and Intervention 50
A. The Social Hierarchy 50
B. Positive Reinforcement of the Bully 52
C. Inconsistency of Interventions 53
D. Targeting the Victim 54
E. The New Kid on the Block 55
VI. Summary 56
References 56
4. IN THE LOOKING GLASS: A RECIPROCAL EFFECT MODEL ELUCIDATING THE
COMPLEX NATURE OF BULLYING, PSYCHOLOGICAL DETERMINANTS, AND THE
CENTRAL ROLE OF SELF-CONCEPT
Herbert W. Marsh, Roberto H. Parada, Rhonda G. Craven, & Linda Finger
I. Introduction 63
II. Background 64
A. The Nature of Bullying 64
B. The Consequences of Bullying 66
C. Gender Differences in Bullying 67
D. Who Are the Victims and the Bullies? 67
E. Rethinking Bipolar Classification Schemes and Dichotomizing Bully and Victim Variables 69
III. Self-Concept and Its Role in Bullying Research 71
A. A Multidimensional Perspective on Self-Concept 71
B. Self-Concept of Bullies and Victims 71
IV. The Present Investigation 75
A. Results 75
V. Causal Ordering of Bullying and Being Bullied 85
VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of
Bullying and Being a Victim 89
A. Effects of Bullying on Self-Concept and Depression 90
B. Effects of Self-Concept and Depression on Being a Bully 93
C. Effects of Being a Victim on Self-Concept and Depression 93
D. Effects of Self-Concept and Depression on Being a Victim 94
E. Summary 94
VII. General Discussion 95
A. The Development of a New Theoretical Model to Explain the Nature of Bullying 95
B. The Development of New Psychometrically Sound Instrumentation 96
C. Causal Ordering of Bullying and Being Bullied 97
D. Gender and Age Differences in bullying and Being Bullied 98
E. Relations Between Bullying, Being Bullied, and Psychological Correlates 99
F. Causal Ordering of Bullying and Being Bullied with Self-Concept and Depression 100
VIII. Implications and Summary 101
References 102
Appendix 107
5. THE BULLY IN THE FAMILY:FAMILY INFLUENCES ON BULLYING
James R. Holmes & Heather A. Holmes-Lonergan
I. The Framework of Descriptive Psychology 111
II. How Do We Define Bullying? Let Us Count the Ways 112
III. Bullying from a Descriptive Psychology Standpoint 114
IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior
of the Bully 116
A. Other Research on Achievement Description Versus Behavior Descriptions 117
B. Forms or Parameters of Behavior Description 117
C. Behavior Description Versus Activity Description 119
D. Achievement Descriptions Revisited 119
V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies 120
VI. Bullying and Status: How to Get It and How to Keep It 121
VII. The Bully in the Family 122
A. Family Characteristics of Bullies 124
B. Bullies’ Perceptions of Their Families 125
C. Sibling Influences 127
D. Direct Influences of Family Relationships on Bullying 127
E. Indirect Family Influences—From Attachment to Family Systems Theory 128
VIII. The Bully’s Status in the Family 130
References 133
6. PEER INFLUENCES
Helen Cowie
I. Children’s Needs and Rights: Introduction 137
A. Children’s Needs 138
B. Children’s Rights 139
II. The Role of the Bystander in School Bullying 140
III. What is Peer Support? 142
A. Does Peer Support Work? 143
B. Constraints and Limitations 144
IV. Theory of Mind and Close Relationships 144
A. Participant Role Theory 146
B. Social Cultural Theory 146
V. Successfully Implemented Programs in Schools 148
A. Cooperative Group Work 148
B. Circle Time 150
C. Befriending 151
D. Checkpoints 152
E. Method of Shared Concern 153
F. The Non-Blame Approach 154
G. Conflict Resolution/Mediation 155
H. Peer Counseling 155
VI. Conclusion 156
References 156
7. SCHOOLS AND BULLYING: SCHOOL FACTORS RELATED TO BULLYING AND
SCHOOLBASED BULLYING INTERVENTIONS
Allison Ann Payne & Denise C. Gottfredson
I. Introduction 159
II. Previous Research on School Factors Related to Bullying 161
A. School Context 161
B. School Climate 162
C. Communal School Organization and Bullying 164
III. School-Based Interventions to Prevent Bullying 169
IV. Conclusion 171
References 174
8. BULLYING DURING MIDDLE SCHOOL YEARS
A. D. Pellegrini
I. Introduction 177
II. Bullying as a Deliberate From of Aggression 178
III. A Social Dominance View of Bullying and Victimization in Early Adolescence 179
A. Bullying as Social Dominance 180
IV. Sex Differences in Bullying and Aggression and the Emergence of Heterosexual
Relationships 182
A. Sexual Dimorphism in Size and Physical Activity 183
V. Heterosexual Relationships 185
VI. Bullying and the Role of Changing Schools During Early Adolescence 187
VII. Specific Aspects of Middle School Associated with Bullying 189
VIII. Comparing Methods for Collecting Bullying and Victimization Data in Schools 192
IX. Ratings of Aggression Completed By Teachers and Research Associates 194
X. Direct and Diary Observations of Bullying/ Aggression and Victimization 195
XI. Instrument Utility in Identifying Bullies and Victimized Students 197
XII. Conclusion 198
References 199
9. EVALUATING CURRICULUM-BASED INTERVENTION PROGRAMS: AN
EXAMINATION OF PRESCHOOL, PRIMARY, AND ELEMENTARY SCHOOL
INTERVENTION PROGRAMS
Faith L. Samples
I. Introduction 203
II. Background 204
III. Curriculum-Based Intervention Programs 205
A. Bullying Prevention Program 205
B. Bullyproof 207
C. Bully Proofing Your School 209
D. Flemish Antibullying Intervention Program 211
E. Lions-Quest 213
F. Promoting Alternative Thinking Strategies (PATHS) 214
G. Quit It! 216
H. Second Step 217
I. Seville Antibullying in School (SAVE) Project 218
J. Teaching Students to Be Peacemakers 218
IV. Summary 220
References 225
10. RESEARCH BASED INTERVENTIONS ON BULLYING
Jaana Juvonen & Sandra Graham
I. Introduction 229
A. Defining the Problem 230
B. The Many Faces of Bullying 231
C. Myths and Facts About Bullies 232
D. Myths and Facts About Victims 233
E. Bullying: More than Bully and Victim Involvement 234
II. What Can Be Done About Bullying and Its Negative Effects? 235
A. School-Wide Bullying Program 236
B. Targeted Intervention Programs for Aggressive Youth 242
C. Comparison of the Two Approaches
III. General Recommendations for School-Based Interventions 249
A. Theory-Guided Interventions 249
B. Backfiring of Interventions 249
C. Needed ‘‘Boosters’’ 250
D. Developmentally and Culturally Sensitive Interventions 250
E. Interventions: Sensitive to School Transitions 251
F. About Cost-Effectiveness 251
References 252
Subject Index 257
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